In the twenty-first century non-professional tutors, including teenagers, have an important role to play in the development of contemporary skills among the older population. The aim of the seminar is to describe the instructional design for teenage tutors' instruction in order to prepare them to become a facilitator for older persons’ in e-skill learning.

We are very pleased to report that CR&DALL Deputy Director Muir Houston is member of the University of Glasgow team that has been funded by the Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH in order to undertake a study of HE pedagogy in Algeria to improve quality and effectiveness with a focus on developing student-centred learning. The team also includes Willie McGuire and Ines Alves.

The theme of the forthcoming issue of Studia paedagogica is Non-Traditional Students in Tertiary Education[1]. The number of students not reflecting the ‘standard’ profile of students in tertiary education has been steadily increasing in many countries. Often referred to as ‘non-traditional’ students, for purposes of international comparison, Schuetze and Slowey (2002) identify three distinguishing criteria: educational biography, mode of studyandentry routes.

CR&DALL Themes:

An interesting piece in the New Statesman on the ongoing degree inflation (with First Class degree awards being 7% in 1994 and 29% in 2019) and how it might have much wider implications and repercussions for the UK economy in comparison with its competitors. The author asks why such improvement has not been reflected in soaring productivity – instead of the UK having one of the lowest levels of productivity amongst its economic competitors.

On YouTube the vlog channel "Aging for Beginners" has launched. Populations are aging, our customers are aging, we all in person are in the process of aging, but the acquisition of knowledge about normal aging is still based on a trial and error method. The professional ager Tiina Tambaum shows in her vlogs what are the needs of normally ageing persons, and together with the successful ager Ants Värnik they discuss age-related things.

Female academics, particularly in STEM subjects, score consistently lower than male academics in metrics measuring international [1] and industrial collaborations [2]. These two related assessment criteria are key at all stages in academic careers and particularly important at senior levels to secure the highest value research grants and promotions.

The Andy Furlong PhD Scholarship, designed to honour our late colleague and friend, Professor Andy Furlong*, has been won by James Gulgecer for his research proposal Zones of in/security in the UK youth labour market.